Examining the relationship between teacher organizational commitment and school health in Turkish primary schools

The purpose of this study was to examine the relationships between teachers' perceptions of organizational commitment and school health in Turkish primary schools. The Organizational Commitment Scale and the Organizational Health Inventory were used to gather data from 323 randomly selected teachers employed in 20 primary schools in Ankara. Results indicated that teacher compliance commitment was negatively related to both identification and internalization. Three dimensions of school health, institutional integrity, principal professional leadership, and morale, negatively predicted teacher commitment based on compliance. However, teacher internalization commitment was positively predicted by these 3 health dimensions. Professional leadership was the only school health dimension that was significant in predicting identification commitment. Two other dimensions of school health, academic emphasis and resource support, were not significant predictors of the commitment factors. Results of the study are discussed in relation to developing the organizational health of schools and improving the organizational commitment of teachers.     

Incorporating physical activity‐based interventions in school psychology research and practice: A systematic review

Physical activity provides a myriad of well‐documented social‐emotional, behavioral, and academic benefits for youth. While research suggests that physical activity should be integrated within the school day to support the well‐being of students, an understanding of related empirical work within school psychology research and practice is unclear. School psychologists are well positioned to systematically incorporate physical activity within their intervention practices, particularly given their role and expertise in implementing and evaluating interventions. Authors engaged in a systematic review of 20 years (1998–2018) of physical activity intervention research within 10 peer‐reviewed school psychology journals and six school psychology‐related journals. Authors analyzed 22 studies to glean a comprehensive understanding of the literature base and highlight the ways in which physical activity can be incorporated to support school and student outcomes. Suggestions for research and practice in school psychology are discussed in light of the examined literature.     

对中学生体育意识与行为的调查研究

提高和培养中学生体育意识和参与体育锻炼的能力 ,是实施素质教育的一个重要组成部分 .本文通过对我市 4所中学学生体育意识与行为的问卷调查和分析 ,揭示了中学生课外体育锻炼的现状和学校体育存在的问题 ,对学校体育实施素质教育提出了个人的看法     

中学生体育锻炼和心理弹性的关系研究

运用自编的中学生心理弹性量表等测量工具,对体育锻炼与中学生心理弹性及其预测指标的关系进行了调查,并对中学生体育锻炼和心理弹性的关系进行了分析,结果表明,(1)不同性别和不同年级的中学生的体育锻炼存在着显著差异,不同性别、不同年级的中学生在心理弹性的问题解决能力上存在着显著差异,不同父母婚姻情况的中学生在心理弹性的自我悦纳维度上存在着显著差异.(2)不同体育锻炼量组在心理弹性五个层面方面有显著差异(Wilk’sΛ=.959**).(3)结构方程模型分析结果支持了心理机制理论假设模型(CMIN()2)/df=5.596,RMSEA=0.080.)(4)体育锻炼不仅可以直接对中学生的心理弹性产生影响,而且可以通过自我效能、应对方式等中介变量对中学生心理弹性产生影响.     

Viability of university service learning to support movement integration in elementary classrooms: Perspectives of teachers,university students,and course instructors

This study examined the views of elementary classroom teachers (CTs), preservice CTs (PCTs), and course instructors who were involved with a university course that drew upon principles of constructivism and SL to prepare preservice CTs to use MI. Focus groups were thematically analyzed using constant comparison techniques to identify perceived successes and challenges of the course. Findings centered on three major themes, including real-world context, learning embedded in a social context, and scaffolding. This study adds to the emerging research base on school-university partnerships to support both preservice and inservice educational initiatives to generate and sustain physically active school communities.     

Fundamental movement skills and their relationship with measures of health-related physical fitness of primary school children prior to secondary school transition: a Welsh perspective

ABSTRACT

The aims of this study were to investigate levels of fundamental movement skills (FMS) proficiency and their relationship with measures of health-related physical fitness of primary school children prior to their transition to high school in Wales. The results demonstrated that overall levels of FMS proficiency with these children were low with significant differences existing between the genders. In addition, the measures of health-related physical fitness significantly correlated with FMS proficiency in both genders. In summary, these findings suggest that primary school children lack the foundational elements to support their transition to high school physical education.     

中学生身体自尊与锻炼态度关系的研究

经常性地参加身体活动和体育锻炼对生理和心理健康都有积极的作用.随着社会的进步,物质生活水平的提高,独生子女的增加,以及学习任务压力的加大,中学生从事体育锻炼的程度相对减少.外在因素固然影响体育锻炼参与,但内在动机更是影响中学生参与体育锻炼的重要的因素.阐述中学生身体自尊与锻炼态度的关系.     

Examining the relationship between perceptions of teaching self-efficacy,school support and teacher and paraeducator burnout in a residential school setting

Despite teacher self-efficacy and burnout’s influence on student outcomes, little research has been conducted on teacher self-efficacy and burnout in residential treatment schools. This study attempts to fill this need by examining the self-efficacy and burnout of teachers and paraeducators in a residential treatment school in the United States. We explore the relationships between educators’ perceptions of school supports and educators’ sense of self-efficacy and burnout Our results revealed that while educators’ perceptions of school supports were not related to educators’ sense of efficacy, there was a significant relationship between educators’ perceptions of school supports and reported levels of burnout. Educators who reported lower levels of school supports had high levels of burnout. We discuss implications for larger studies on this topic and for supporting educator well-being in residential treatment schools.     

高校教师体育锻炼及健康状况调查分析

通过对陕西省8所高校教师参加体育锻炼情况和健康状况进行调查分析,结果发现,高校教师参加体育锻炼的状况不容乐观;高校教师总体健康水平不佳,且随着年龄增长有加速下降趋势。这种状况应引起高校领导和教师的高度重视,采取积极有效的措施加以改变。     

体质健康信念对大学生体育锻炼行为意向及行为习惯的影响

以"实施体质健康测试及评价,促进大学生体质健康发展,及鼓励大学生以高度的热情积极参加体育锻炼,继而养成良好的锻炼身体的习惯。"为主要目标的《国家学生体质健康标准》既是对学生进行体制健康检测、评价的重要制度之一,也是一种主要的激励及教育手段,这也是体育实践教学必须贯彻和落实的重要宗旨。至此,笔者依据自己多年的工作经验,针对当前研究不多的体质健康信念对大学生体育锻炼行为意向及行为习惯的影响问题谈谈自己的看法。     

核心素养导向下的体育课程教学探索

教师在体育教学中应考量学生的生理、心理发展因素,根据教学条件、具体学情制定教学策略,以培育其健康意识为前提,将核心素养理念融入到体育学习、体育活动中,使学生在寓教于乐的运动情境中形成良好健康意识与体育品德,在坚持锻炼中强身健体,实现体育核心素养的渗透内化。文章对核心素养导向下的体育课程教学进行探讨。     

Examining the influence of international large-scale assessments on national education policies

This paper examines whether, to what extent, and how international large-scale assessments (ILSAs) have influenced education policy-making at the national level. Based on an exploratory review of the research and policy literature on ILSAs and two surveys administered to educational policy experts, researchers, policymakers, and educators, our research found that ILSAs, with their multiple and ambiguous uses, increasingly function as solutions in search for the right problem – that is, they appear to be used as tools to legitimize educational reforms. The survey results pointed to a growing perception among stakeholders that ILSAs are having an effect on national educational policies, with 38% of respondents stating that ILSAs were generally misused in national policy contexts. However, while the ILSA literature indicates that these assessments are having some influence, there is little evidence that any positive or negative causal relationship exists between ILSA participation and the implementation of education reforms. Perhaps the most significant change associated with the use of ILSAs in the literature reviewed is the way in which new conditions for educational comparison have been made possible at the national, regional, and global levels.     

物理化学课与中学化学教师能力的培养

本文从4个方面阐述了掌握物理化学知识与成为一个合格的中学化学教师之间的关系,探讨了掌握物理化学知识对于中学化学教师的重要性。得出学好物理化学课是培养一个合格的中学化学教师所不可缺少的重要部分。     

Teacher perceptions of facilitators and barriers to implementing classroom physical activity breaks

Abstract

Physical activity plays an important role in childhood development and is associated with positive health, social, emotional, and academic benefits. Despite this, children are often sedentary for most of their school day and fail to meet daily activity recommendations. Incorporating physical activity breaks into the classroom can achieve many positive outcomes, however has not been widely adopted. This study used the diffusion of innovation theory as a framework to examine teacher perceptions of barriers and facilitators to incorporating physical activity breaks into their elementary classrooms. Teachers perceived compatibility with teaching philosophy and observability of benefits to most students as strong facilitators. They struggled to reconcile relative advantage and trailability, primarily due to classroom management issues associated with just a few students. Lack of complexity facilitated implementation, however upper grade teachers felt a strong need to connect activity to academics which threatened complexity. The authors conclude with recommendations to increase adoption.     

Focusing the gaze: teacher interrogation of practice

Within an Australian context of diminishing opportunities for equitable educational outcomes, this paper calls for teacher engagement in a ‘politics of resistance’ through their focused gaze in relation to the ways in which they are positioned in their everyday practice. Our belief is that the resultant knowledge might equip teachers to see more clearly the managerial and economic rationalist discourses that constrain them in their pursuit of more equitable educational outcomes. Through the interpretative lenses of feminist poststructural theory, the paper presents snapshots of the practice of three Australian teachers. These snapshots, along with an analysis of them, highlight pedagogy as a political activity that is partial, interested and potentially oppressive. It is not argued that reflection alone will challenge inequities in educational outcomes for the diverse range of students, but that teacher interrogation of practice might better position teachers to exert their voices and take action in the challenging and complex times associated with neo‐liberal reforms. The politics of resistance argued for here proposes an awareness and action beyond the micro‐politics of the classroom to alliances that work towards transformation of inequities within economic and social power relations.     

Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning

This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula.     

体育锻炼对大学生心理健康的影响

运用问卷调查和数理分析的方法研究大学生心理健康水平和体育锻炼之间的关系。发现除敌对因子外,体育锻炼者在SCL-90各项因子上的得分均低于非体育锻炼者,并且在部分因子上的得分呈现显著性差异和非常显著性差异。运动强度和运动时间对大学生的心理健康水平有显著性的影响,持续一个小时左右中等强度的锻炼最为理想。研究结果表明,合理的体育锻炼能够促进大学生心理健康水平的提高。     

Children’s perceptions of factors related to physical activity in schools

Background: Increasing numbers of children are facing health problems as a result of physical inactivity. Besides the home, school is a natural place to promote children’s daily physical activity (PA). Knowledge about factors promoting or preventing children’s PA at school, from the perspective of children, is limited.

Purpose: The purpose of this study is to learn the factors that eight- and nine-year-old schoolchildren identify from their school environment related to physical activity during their school day. This study was established as a sub-project within a larger, sixteen-country collaboration project by HEPCOM (Promoting Healthy Eating and Physical Activity in Local Communities) and reports on a piloting phase.

Sample: Finnish second-graders (age 8–9 years, n = 22) from one primary school participated in the study.

Method: A photo-elicitation methodology was used, including photographs taken by children and interviews in groups based on the photographs. The data were analysed qualitatively by inductive content analysis.

Results: The children described factors appearing in the physical environment, such as the playground, and those in the nonmaterial, abstract environment, such as the weather. According to the findings, three categories emerged: (1) personal and economic, related to children’s individual preferences and opportunities; (2) sociocultural, related to friends and belonging in a group; and (3) environmental, related to physical and political outdoor and indoor solutions at the school, as well as to policies and rules in the school community. Children emphasised the importance of friends and games, but play areas were also experienced as significant. Based on children’s experiences, rules and laws direct all activities at school, which was not always perceived as a positive thing.

Conclusions: Although the findings of this small-scale study cannot be generalised, the children’s perceptions suggest some crucial areas for future research. Playing and exercising during the school day are important in fulfilling the recommendations for daily PA for children, as well as in promoting their mental and social health. To enable equal possibilities for an active lifestyle for all children at school, positive and encouraging adults, as well as age-appropriate and safe infrastructure, are needed. The children’s day should be viewed as a whole, not as single situations, where physical activities are offered.